Section B:
Collaborative Planning

Introduction

The habits that teachers use to plan units and lessons, both individually and as a team, affect the quality of the implementation of daily lessons. Individual teachers can adopt habits for their daily lesson planning to help leverage the design of the curriculum, or habits that produce a mechanical approach to planning and lesson facilitation that may inadvertently conflict with the instructional model. By adopting productive habits of effective individual and team planning and learning, teachers are better equipped to identify the key learning goals of each lesson, utilize pacing guides, and enact the lessons in a way that leverages students’ strengths.

Section B contains three strands:

Progression of Practice: B1, B2, and B3

The IRT was not designed to evaluate individual schools or teachers, or with the assumption of an “ideal” minimum threshold for all users of IM Certified Math. Indicators demonstrate a progression of actions aligned to an implementation journey. Progress occurs at different rates across various indicators, based on the context of each school or district.

Each section includes an introduction, progression of practice, and reflection questions by indicator. The Implementing column is highlighted in purple to indicate collaborative practices that will support strong team planning. The Reflect questions provide considerations for teams who have already demonstrated the criteria in the Implementing column and wish to continue evolving their collaborative practices.

Implementing The teacher or team habitually and effectively uses the curricular routines, structures, and resources, leveraging the full intent of the curriculum and making adjustments to their use, based on data.

Developing The teacher or team understands and uses the curricular routines, structures, and resources and has begun to form habits around them.

Organizing The teacher or team is aware of and may have begun to use the curricular routines, structures, and resources, but has yet to use them in alignment with the intended design.

When there are multiple descriptors within a single indicator, the team should demonstrate evidence of all descriptors before advancing to the next level on the Progression of Practice, even if students demonstrate some of the practices in the next level. Bold font used in the descriptors identifies key changes in the progression of practice, moving from organizing to implementing.

Select the links below to explore each indicator.